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Originally posted by StephanieF: Other than scales, I don't remember teaching or playing songs with 5 or more sharps or flats until about grade 7 with the RCM. By the time students get that high up in a conservatory program they should be tackling harder key signatures. For me, the fear of learning a song with 6 or 7 sharps is much worse than actually learning it. There is at least one song (Halloween Prank) in the first RCM repertoire book (introductory level). All the notes in that song are black keys. I don't remember which key signature it is. At least my kid had no trouble with it at all. I think if you start young children with not just C Major 5-finger position and start them early in all kinds of key signatures (including the flat Major keys, some of which have many black keys) they will get used to them just like the white keys.
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Originally posted by MA: There is at least one song (Halloween Prank) in the first RCM repertoire book (introductory level). All the notes in that song are black keys. I don't remember which key signature it is. At least my kid had no trouble with it at all.
That song is the exception though rather than the norm. Almost all the songs in the intro and grade 1 books have one, maybe two sharps or flats at most, usually only one. The odd one in the 20th century composer section will have a harder key signature. It is not mandatory that that particular song be learned, as students are not required to learn every song in the RCM repertoire books. However you bring up a good point as that song is level appropriate. The key signature may look scary at first, but the song isn't anymore difficult that the others in the book.
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Yes, good point MA. Loads of kids I know can only play one thing on the piano. Chopsticks in F# major.
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In the fareast, candidates who cannot make it in the ABRSM exams are forced into taking the other 3 recognized exams such as the LCM, Trinity and Guildhall.
RCM and the rest still fail to make the mark for college recognition, thus no job market value.
Schools and instituitions do not recognise RCM and the rest for course credits.
Having taken all these exams myself all my life + having all my students in all these various exams ... i totally inderstand why ABRSM is still the benchmark.
Pick up the Oxford Dictionary of Music - look under degrees and diplomas of music .... you'll gain a better understanding ...
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Chris H : I totally agree with you with regards to the ABRSM board making money .... my point would be to point out that other boards have even a lower passing standard with the same objective, only in a greedier sense.
When i was younger, my parents would enter the same piece for me in several different boards to compare their standards .... i would barely scrape the bottom in ABRSM, while scoring distinction with others ... interesting .... i still do the same thing with some of my students'parents who can afford the examination fees ... reading the examiners' reports can be a very hilarious experience.
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I wish the ABRSM held exams in Canada. It would be nice to have a real internationally recognized alternative to the RCM.
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The last i heard (that was 3 years ago) ABRSM does hold exams in Canada .... otherwise, you could be their examinations representative - you only need 40 candidates to sign up.
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Lots of helpful comments here! It seems that RCM has a higher standard, at least in the Theory part, than ABRSM. However, ABRSM is more well-known internationally.
I suppose if you don't want your child to make a career out of playing piano but still want him to play as well as a professional pianist, something like RCM would be a better choice.
Can any teacher compare Certificate of Merit (CM) in California with ABRSM and RCM? Based on what I have seen, CM's Technique part has a very low standard for passing.
Your child's teacher must be a member of Music Teacher Association of California if you want him to be tested by CM exam. I have heard the same thing about ABRSM. There is probably no teacher who is a member of both. So having your child taking both exams is impracticle.
What about RCM? Is it true that your child's teacher must be a member of RCM?
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You have to apply for a teacher number with the RCM to send your students for exams. To be perfectly honest I am not sure if they have a minimum requirement for a teacher to get an RCM teacher number. I know of teachers who only did their Grade 8 exam and are able to send students for RCM exams. So, as for a teacher being a member of the RCM, it is no guarantee of their education level. If somebody knows more, I would love to hear.
The Registered Music Teachers Associations in Canada are totally separate and have minimum standards for membership (conservatory diploma or B.Mus).
Can't help you with the other organizations though.
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I think for RCM you just have to submit students to get a number though I am not 100% sure of that
Ya lyublyu ruskuyu muzyku
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grandpiano: I'm a bit confused as to what you consider "very low" technique standards for passing CM. In studying the ABRSM requirements (and I couldn't find any RCM requirements so I don't know enough to comment on them)) I noticed that they don't seemed to be as inclusive as CM, overall. Each CM level has a set standard of requirements that are to be accomplished and played within a certain time limit according to the level proficiency. The student is graded on scales, chords, progressions, optional improvisation as well as sight reading - all within the set time limit. In the sight-reading portion elements such as rhythm, recognition of key signature, accuracy of notes, phrasing and dynamics are graded as well as overall musicality. There are 5 categories in which to grade the student: Excellent, Good, Average, Weak, Incomplete. Those students who have a achieved a high rating (this also includes their performance scores, technique and theory scores)will then be featured at the Branch Honors Recital where they are honored for their achievement. The student is also eligible to perform at the annual MTAC State Convention. This is a high honor, for only about 10% of the 30,000 CM participants are eligible to apply. I believe the CM program is a VERY comprehensive program and allows both the student and teacher to "set their own pace". When a student has successfully passed all CM requirements there is a program called THE YOUNG ARTIST'S Guild. These students are the cream of the crop and are put on a 5 year list where they can be asked to perform for any branch throughout the state and get paid for it. This is and has been a great stepping stone to help in the launching of a career. If you want to know more I will once again direct you to the MTAC website where you can read all of this for yourself: www.mtac.org CM is a very good program and I highly recommend it. I hope this answers your questions and alleviates any more doubts you may have regarding this program.
"Music washes away from the soul the dust of everyday life." Berthold Auerbach
Private Piano Teacher Member: Music Teachers' Association of California Evaluator: Certificate of Merit Organist/Pianist: Christ Lutheran Church, West Covina
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"Each CM level has a set standard of requirements that are to be accomplished and played within a certain time limit according to the level proficiency."
Would you please explain this time-limit idea?
John
Vasa inania multum strepunt.
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Because there are so many students who participate within each branch there has to be a time limit allowed so that everyone can be heard, otherwise we'd be there all day and every day for weeks on end (as would the parents). Now, there is no time limit for the theory portion of the exam. A student can come in at 9am and be there all day if needed but the performance evaluation has to maintain some kind of schedule (just as what happens in juries at the college level). Evaluation time limits for technique, sight reading and repertoire are set to help the entire procedure to remain on schedule. The total time allotted is as follows: Prep - Level 2: 10 minutes Level 3-5: 15 minutes Level 6-9: 30 minutes Advanced Level: 30 minutes
The technique requirements vary according to level within that total allotted time frame. Prep - Level 5: 4 min Level 6 - 9: 5 min
If a student is prepared there is ample time to perform all the elements. Its rather obvious for the evaluator to ascertain whether or not a student is prepared and can perform all the technique at a proficient level. Now don't get me wrong - we understand how nervous the student is so if the technique takes a few seconds longer its not held against them. I think you know what I mean. We just want the student to demonstrate proficiency at that level so that he/she can pass to the next level.
"Music washes away from the soul the dust of everyday life." Berthold Auerbach
Private Piano Teacher Member: Music Teachers' Association of California Evaluator: Certificate of Merit Organist/Pianist: Christ Lutheran Church, West Covina
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Codetta: I didn't mean to say CM has a low standard. I had listened to some of the MIDI recordings played at the convention by children as young as under 12, and boy they played like a pro!
However, I have seen children who have passed Level 5 or higher but played so terribly. This makes me wonder whether CM has a very low passing score (or very easy scoring) for performance so that most students can pass it. After all, it is a very subjective part of the exam.
I know one parent who just want his son to pass all levels of CM before he enters high school. He has made it very clear to the teacher that he doesn't care how well his son plays. Just get him (barely) pass the levels. It's doable with CM.
Have you administered any CM performance exams? Have you seen a wide range of skills in technique among students at the same level to the point that some are 1-2 levels above the others?
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Thanks for responding. Now I better know where you're coming from. Unfortunately there are some parents who have this crazy expectation about passing all CM levels. That's where the teacher and evaluator need to step in - most sensitively and lovingly - and point out the harm that can be done.
Unfortuntely there are and always will be parents/teachers/evaluators who are in it for the wrong reason. And who suffers the consequences????/ The student, of course. I've also heard some rather "interesting" interpretations both at the branch level and unfortunately at the Convention in performance. As far as a parent with high expectations regardless of proficiency - "just get him to pass the levels" : if that were my student I would take the parents aside and really "talk turkey" with them. Somewhere along the line this parent may have adopted a skewed version of what CM means and what it aims to accomplish.
With that being said, there are some teachers who play around with the rules also by advancing a student WELL before he's ready - or playing around with the required repertoire list. This is all done to make THE TEACHER look good in the eyes of their peers. But, we all know this happens in every program to some degree - CM not being the only place.
CM is revamping the program by placing stricter regulations on the evaluators and how they evaluate a student. This takes time - and in the process, hopefully some evaluators will see the need to bow out of the system and/or retire. A new syllabus is in the works and I've suggested to some members of the board to perhaps make the syllabus available online. There seems to be some interest there so we'll just have to wait and see.
Yes, I've been around the CM exams for many years and have seen a wide range of skills. If, and I say IF, the student is motivated to take CM to the highest level, then there is ample opportunity to do so. IF that student is not qualified to do so, believe me, he will be stopped from doing so.
Have I helped at all?
"Music washes away from the soul the dust of everyday life." Berthold Auerbach
Private Piano Teacher Member: Music Teachers' Association of California Evaluator: Certificate of Merit Organist/Pianist: Christ Lutheran Church, West Covina
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Personally, as a student that has taken both CM (Made panel honors last year, going for YAG this year)and ABRSM, I find ABRSM's standard to be much higher and more comprehensive.
ABRSM tests a student on three prepared pieces, TONS of scales and arpeggios, difficult "ear training," and sightreading. CM tests four prepared pieces, a few scales, arpeggios, or an etude, and some reading.
Now, in 2003, I took ABRSM Grade 8 and CM Level 9. I scored a 100/150 (the exact passing mark) for ABRSM, but for CM, I passed and was selected for the convention and branch recital (in addition, the adjudicator said that I was extremely talented and an amazing pianist, but I wasn't really).
The scales and arpeggios for ABRSM are much harder than CM's. For CM, I might've only practiced them a few times. For ABRSM, I would sometimes spend an entire session just working on scales and arpeggios. Likewise, sightreading for CM was very easy for me, but I was completely dominated by the ABRSM one. Aural training for ABSRM was so difficult for me...I had no chance on anything (I guessed on everything). Ear training for CM was pretty easy...its just differentating between types of chords and intervals and rhythms, much simpler than ABRSM.
I find that the standard of performance to pass ABRSM is higher too. One cannot just try to "beat the system" and achieve all the levels quickly, whereas this is doable under CM. In my opinion, the "average Joe" that practices two hours a week can pass CM, but definitely not ABRSM.
I hope this helps. If I don't make sense, its because its really late and i'm tired. Good night.
-ASC
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What you have said about ABRSM is in line with what I read online. (Unlike CM, ABRSM has posted its syllabi online.)
Have you been studying under two teachers, one of which is a memeber of MTAC and the other of ABRSM? How do you find an ABRSM teacher in California?
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I wonder if the standard required to pass ABRSM exams varies depending on where you live. I feel that in the UK the standard is not always that high. I have seen many people who 'beat the system'. They know that as long as they make a reasonable job of the three pieces they have a very good chance of passing. The supporting tests (scales, sight reading and aural) are often not taken seriously. If your sight reading is terrible you will still get a mark of around 10/21. If it's quite good you might score 15/21. No disrespect to aznxboy1228 but he said he had no idea in the aural tests but still passed. I would like to see a requirement to at least pass each part of the test. This is how the ABRSM diploma exams work so why not the other grades? This may of course be different in other parts of the world.
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This is my very personal opinion - certainly not designed to offend anyone ...
Having taken all these exams myself, having entered students into these exams for the past 10 years in UK, Malaysia, Singapore and currently USA ...i must say, US students are the most laid back .... pampered with too much words of affection without having done too much .... there's very little structure here ... education is too much fun here !!!
I was so frustrated with the standards of education in this country when i first moved here 2 years ago .... sustaining interests is always the first priority as opposed to imparting quality skills which requires the student to work really hard with discipline..
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Of course, there are a few exceptions here and there .... anyzboy and one or 2 of my 30 handful students are some prime examples.
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Piano
by Gino2 - 04/17/24 02:34 PM
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Piano
by Gino2 - 04/17/24 02:23 PM
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